The first time African slaves set foot on Virginian soil in 1619 marked the beginning of a very gruesome and violent period in American history. Spanning nearly two centuries, over half a million slaves were transported straight to the Colonies, a staggering number that only makes up a minute percentage out of the overall amount of Africans imported to the rest of the Americas. From this dark era arose black intellectuals, such as Frederick Douglass, who dedicated their lives by either speaking or writing on the topic of abolitionism. Case in point, seven years after Douglass made his successful escape into the North, the young abolitionist published his own first-hand account, Narrative of the Life of Frederick Douglass, in which he reveals …show more content…
Utilizing word choice, analogies, and repetition, Douglass recounts his inner torment once he begins to regret reading, for the purpose of emphasizing the idea that with consciousness comes a burden, not freedom. Prior to Douglass’ unfortunate realization, he discusses the significance of attaining such knowledge, using diction to describe this newfound information. For instance, when discussing the influence Sheridan’s speeches had on him, he states that “they gave tongue to interesting thoughts of [his] own soul” (35). The phrase “gave tongue” can be interpreted both figuratively and literally: Figuratively, in terms that he no longer has to struggle to find the right words that fit what he wants to say, and literally, as he can put said words to use in his own work. Just like how writers broaden their vocabulary by reading books, Douglass now has …show more content…
For instance, in order to make it clear how he felt at the time, Douglass comes up with the analogy that to suddenly find himself in this anguish was as if he were “to open [his] eyes in [a] horrible pit, but to no ladder upon which to get out” (36). Besides the obvious intent to give the reader an idea of the extreme helplessness he feels, Douglass’ hypothetical situation can also be applied to the real world. Purely knowing information is not enough to change one’s situation, but rather, both knowledge and action. In Douglass’ case, the fact he knows his situation is irrelevant unless he receives the help from someone else. Then, and only then, will he be able to escape. Additionally, Douglass further emphasizes his inability to escape possibility of freedom by ending the passage with the haunting words “it looked from every star, it smiled in every calm, breathed in every wind, and moved in every storm” (36). This use of anaphora depicts freedom to be seemingly ubiquitous and ultimately inescapable, now that Douglass is aware of how dire his situation is, and how blind he has been all this time. Although seeing freedom in everything spurred him to work towards escaping, or at the very least, die trying, it also could be taken as a cruel, mocking reminder of how helpless
Douglass got his passion to promote freedom for all slaves after he escaped from slavery and ultimately had an end goal to “abolish slavery in all its forms and aspects, and promote the moral and intellectual improvement of the coloured people and hasten the day of freedom to the three million of enslaved fellow countrymen”. He also wrote several autobiographies describing his experiences as a slave. One of the autobiographies in particular, ‘Narrative of the Life of Frederick Douglass, an American Slave’ published in 1845 was a best-selling and was extremely influential for promoting the cause of abolition. The narrative shows a compelling argument to basic human rights thus making it extremely influential as the narrative clearly possesses features and linguistic skills, which for most white people, negated their common perception of black people being illiterate in the 19th century.
It is at this time that Frederick Douglass learns one of the greatest freedoms of all. He is set free, in an educational sense. Douglass has been taught a few reading lessons form his mistress. Soon after his master discovers this, and commences the teaching at once. Soon thereafter, Frederick Douglass uses some smart tactics to resume his learning. He in a sense manipulates the children around him into teaching him how to read and write. This grand achievement taught Douglass something, as he says, “From that moment, I understood the pathway from slavery to freedom. It was just what I wanted, and
Douglass’s escape from slavery and eventual freedom are inseparable from his movingly narrated attainment of literacy. Douglass saw slavery as a
In a Narrative of the Life of Frederick Douglass: An American Slave written by himself, the author argues that no one can be enslaved if he or she has the ability to read, write, and think. Douglass supports his claim by first providing details of his attempts to earn an education, and secondly by explaining the conversion of a single slaveholder. The author’s purpose is to reveal the evils of slavery to the wider public in order to gain support for the abolition of his terrifying practice. Based on the purpose of writing the book and the graphic detail of his stories, Douglass is writing to influence people of higher power, such as abolitionists, to abolish the appalling reality of slavery; developing a sympathetic relationship with the
People often wonder about the struggles of slave life, including the fact that it was extremely difficult to become literate as a slave. Frederick Douglass, who was once a slave who learned to read and write, outlines these obstacles and the effects that they had on him in a chapter titled “Learning to Read and Write” within his autobiography. Said chapter reveals Douglass’s innermost thoughts and attitudes towards many things during his time as a slave, including his mistress, slavery itself, and reading. Douglass displays an appreciative and later aggravated tone towards his mistress, an outraged tone towards slavery, and an enthusiastic tone that later becomes resigned and despairing towards reading, exemplifying that tone can strongly influence the portrayal of a topic.
In the 1800’s, slavery was a huge part of America. Slavery helped boost the economy and was heavily dependent upon by Americans. Slaves were treated as if they were not humans, but property. Slaves natural right of freedom was taken away by the white Americans. This oppression occurred in America, while they claimed that their nation was the nation of freedom and liberty. One of the slaves that would help change history was named Frederick Douglass, and he had a lot to say about American hypocrisy. Frederick Douglass was a former slave. He taught himself to read and write at a young age, and years later he started his own newspaper called “The North Star”, and ended up writing and editing most of the articles himself. Another thing he
As soon as Douglass pieces together what Mr. Auld was saying he recognizes that “What he most dreaded, that I most desired. What he most loved, that I most hated. That which to him was a great evil, to be carefully shunned, was to me a great good, to be diligently sought; and the argument which he so warmly urged, against my learning to read, only served to inspire me with a desire and determination to learn.” (Douglass 38). This instant illustrates one of the first climaxes of the narrative. One statement made by Mr. Auld so greatly impacted Douglass by giving him a new sense of hope and will to succeed in obtaining his freedom. Douglass pulls out the positive in this experience, that Mr. Auld accidentally shared with him the power that comes with education. “In learning to read, I owe almost as much to the bitter opposition of my master, as to the kindly aid of my mistress. I acknowledge the benefit of both” (Douglass 39). Douglass learned to read not only in thanks to his kind mistress, who willingly taught him to read, but also to his cruel master whose rage towards Douglass learning to read and write generated him to give Douglass the knowledge he wanted to keep from him to begin with. The lesson given to him by his master about education was far more important than even the lesson’s on learning to read. Douglass’s use of chiasmi takes this climax to the
Slavery was brought to America in the 1600’s taking millions of Africans from West Africa. But in 1804 the North voted to abolish slavery but the South refused making states escape the union.Slavery in the South had an effect on the economy, but also on the slaves.Frederick Douglass, who was once a slave with his family in Maryland suffered greatly, but still pushed on and finally escaped and became a national leader of the abolition in the south movement.He made a narrative about his life as a slave and stated that the purpose of the narrative is to “throw light” on the American slave system.The goal of this paper is to discuss three aspects his narrative discusses that he “throws light” on, his position against the feelings of defenders of
One of the most important examples of perseverance in Douglass’s Narrative is his constant thirst for knowledge. The great impact learning had upon Douglass is inarguable. When his master Anthony takes him to Baltimore, he is introduced to Mrs. Auld who begins teaching him letters and small words (Douglass 250). Once Mr. Auld finds out, he warns the woman of the dangers of this kindness and forbids her from continuing these lessons (Douglass 250). Douglass’s hearing of this stirs within him his most important revelation. He tells readers, “From that moment, I
Douglass creates a sympathetic image when he states, “I never saw my mother, to know her as such, more than four or five times in my life; and each of these times was very short in duration and at night.” (3). This is a sympathetic approach on the grounds that the average child sees his or her mother daily, whereas he only seen his a few times. In addition he states, “I received the tidings of her death with much the same emotions I should have probably felt at the death of a stranger.” (3). This quote allowed the audience to create an opinion on the effects of slavery by connecting the author on an emotional level because for most it is a given right to know and be cared for by one's mother, but for a slave a mother is just someone who gives birth and expands a slaveholders profit. Lastly, one usually lives to find a find a companionship. Over time, Frederick Douglass makes it known that like his grandmother, a slave is destined to be lonely do to the fact that slaves are forever on the move, leaving one to be split up from family and friends at any time without a choice (25). In conclusion, Douglass creates such images of desolation so that his audience will be convinced that his argument against slavery is
Before I read this piece of art, I did not think that I would like it; I thought it was a tedious literary work like the ones a part of a colossal textbook at first glance. However, I changed my mind after reading it thoroughly. I am honestly amazed at how Douglass’ words link together to have such easy flow and clarity through each sentence. He is a better writer than some of the people who learned how to read and write at an even younger age than him. Last but not least, I love how he proves that education is important since reading and writing gave him the advantage to become a free man; this excerpt gives a lesson on why education is pivotal to gaining knowledge to have a sense of individuality.
How did slavery continue to exist despite its inhumane practices? Many of these owners employed the ideas of dehumanizing slaves and religion in order to perpetuate their actions. Dehumanization demoted the societal status of slaves, therefore deeming blacks inferior to their white counterparts. Moreover, although directly opposing religious principles of kindness and avoidance of sin, plantation owners used Christianity as a mechanism to mask their inhumanity and encourage their cruelty toward slaves. Narrative of the Life of Frederick Douglass develops themes of dehumanization and religion, which helps readers understand the techniques slave owners utilized to alleviate their guilt, condone malice toward slaves, and preserve supremacy over colored people in Southern society.
Fredrick Douglass’s “Learning to Read and Write”, gives readers insight into the struggles of being a slave with intelligence, but more importantly into his experience. In his essay, Douglass shows how he fought to obtain knowledge; however, a reading of his story will reveal that what he learned changed him for the better. Michael Scott, a former EOF student read the story and believed that Douglass’s intelligence was a destructive and to a certain degree pointless. Contrary to Scott’s statement, Douglass’s knowledge wasn’t more of a curse than a blessing. Being a slave was everyone’s curse. Douglass went into depression because he hadn’t had the same experience as other slaves and finally felt what it was really like to be a slave when he was punished for his knowledge. However just because his knowledge is what got him into trouble doesn’t necessarily make him, being an intelligent slave; a curse nor does it mean that he had absolutely no alternatives to his condition. In fact, he above most other slaves had the upper hand when it came to creating his own alternative. Douglass’s intelligence helped him become autodidactic, manipulate situations to benefit him, and develop an ambition to become free.
In the novel Narrative of the Life of Frederick Douglass written by Frederick Douglass, Mr. Douglass delivers valuable lessons by relaying his own life story. Douglass helps readers realize how powerful the mind can be. First, Douglass is able to show how the mind of person can still be psychological strong enough to survive and excel in the poverty and circumstances he was introduced to in his early life. Also, Douglass is able to identify the power of slavery to be in direct connection to the slave-owners’ ability to entrap the mind. A significant lesson that Douglass also brought to readers’ attention is the ability of the mind to make a person believe, even at times of haunting sin, that their actions are righteous. Frederick Douglass’ novel is a great motivational resources that help remind society that the mind is a powerful tool.
Frederick Douglass’ biography revolves around the idea of freedom. After seeing a traumatizing incident as a child, Douglass slowly begins to realize that he is not a free human being, but is a slave owned by other people. He is surrounded by a society that devalues him and people like him, and systematically worked to keep them ignorant and submissive. In this society, it is made clear that no slave is special, and everyone is replaceable. Rather than accept this, Douglass struggles to maintain what little autonomy he was allowed to have. When his one of his masters, Thomas Auld, bans his mistress, Sophia, from teaching Douglass how to read, Douglass learned from the young boys on the street. His biography shows him transforming from an ignorant child into his older, more learned self.